Musculoskeletal Ultrasound Training for Radiology Residents: Lecture Versus Interactive Learning Module

Musculoskeletal Radiology Education: A National Survey by the Italian College of Musculoskeletal Radiology

BACKGROUND

Our aim was to understand how musculoskeletal training is structured in Italian residency programmes and the needs of young trainees.

METHODS

We sent out an online questionnaire (17 questions) to Italian Society of Radiology residents and board-certified radiologists aged up to 39 years.

RESULTS

A total of 1144 out of 4210 (27.2%) members participated in the survey; 64.7% were residents and 35.3% were board-certified radiologists. Just 26.6% of participants had dedicated rotations for musculoskeletal training during their residency, although this percentage substantially increased in replies from northern Italy. One-fourth of residents had a scheduled period of musculoskeletal ultrasound. Most participants (76.3%) had <20 h per year of musculoskeletal lessons. The majority considered their musculoskeletal education poor (57.7%) or average (21.9%). According to 84.8% of replies, no dedicated training period about interventional musculoskeletal procedures was scheduled. Further, just 12.8% of residents took active part in such interventions. Nearly all participants believed that the musculoskeletal programme during residency needs to be improved, particularly concerning practices in ultrasound (92.8%), MRI cases interpretation/reporting (78.9%), and practice in ultrasound-guided interventional procedures (64.3%).

CONCLUSIONS

Despite some differences in the structure of musculoskeletal education provided by different regions, there is a shared demand for improvement in musculoskeletal training.

The Current Situation of Musculoskeletal Ultrasound Education: A Systematic Literature Review

As a radiation-free and dynamic imaging tool, musculoskeletal ultrasound improves diagnostic and therapeutic safety. With its growing application, the demand for training opportunities rises rapidly. Therefore, this work was aimed at mapping the current state of musculoskeletal ultrasonography education. A systematic literature search was conducted in January 2022 in the medical databases Embase, PubMed and Google Scholar. By use of specifically selected keywords, matching publications were filtered; then abstracts were screened independently by two authors and the inclusion of each publication was checked against pre-defined criteria according to the PICO (Population, Intervention, Comparator, Outcomes) scheme. Full-text versions of included publications were reviewed, and relevant information was extracted. Finally, 67 publications were included. Our results revealed a wide variety of course concepts and programs that have been implemented in different disciplines. Musculoskeletal ultrasonography training especially addresses residents in rheumatology, radiology and physical medicine and rehabilitation. International institutions, such as the European League Against Rheumatism and the Pan-American League of Associations for Rheumatology, have suggested guidelines and curricula to promote standardized ultrasound training. The development of alternative teaching methods incorporating e-learning, peer teaching and distance learning on mobile ultrasound devices and the determination of international guidelines could facilitate overcoming the remaining obstacles still to be passed. In conclusion, it can be stated that there is a broad consensus that standardized musculoskeletal ultrasound curricula would improve training and facilitate the implementation of new training programs.

Comparison of ultrasonography learning between distance teaching and traditional methodology. An educational systematic review

BACKGROUND

Use of the web for radiological education is an obvious application. Many computer-based teaching materials have been developed over recent years, and e-learning is becoming increasingly popular in medical schools.

OBJECTIVE

To assess whether the effectiveness of distance-learning and/or e-learning, m-learning and web-based methods are equivalent to traditional methods.

DESIGN AND SETTING

Systematic review of comparative studies of teaching techniques guided by Best Evidence Medical Education.

METHODS

A search was carried out in the MEDLINE, EMBASE, Cochrane Library, Tripdatabase, CINAHL and LILACS online databases in April 2020, for original publications in all languages. The following MeSH terms were used: Ultrasonography; Teleradiology; Telemedicine; Education, Medical; Teaching; and Simulation Training; along with the terms e-learning, m-learning and web-based. All eligible studies were assessed using the Kirkpatrick model and Buckley's quality indicators.

RESULTS

The search in the databases and a manual search resulted in 4549 articles, of which 16 had sufficient methodological quality for their inclusion. From analysis of these data, it was observed that teaching of ultrasonography using telemedicine methods is similar to the traditional method, except for venous access procedures, for which the studies did not show agreement.

CONCLUSION

We found that learning via telemedicine methodologies presents great acceptance among students, besides demonstrating quality similar to the traditional method. Thus, at least at the moment, this has the capacity to serve as an important adjunct in the teaching of ultrasonography.

REGISTRATION NUMBER

DOI: 10.17605/OSF.IO/CGUPA at the OPENSCIENCE Framework.

Musculoskeletal radiology training in the UK: a national survey by the British Society of Skeletal Radiologists

AIM

To identify the standard of core and subspecialist musculoskeletal (MSK) training across deaneries in the UK.

MATERIALS AND METHODS

An online survey of 46 questions with responses in Likert scale or dichotomous formats was distributed to members of the Society of Radiologists in training, British Society of Skeletal Radiologists (BSSR), Training Programme Directors and the Royal College of Radiologists (RCR) Junior Radiology Forum representatives for national training schemes across the country. Responses were analysed descriptively with narrative analysis of free-text comments.

RESULTS

One hundred and seventy-eight participants completed the survey. Forty-six percent (81/178) were core trainees (ST1-3), 47% (84/178) were subspecialist trainees, and 7% (13/178) were newly qualified consultants (<2 years in post). All (178/178) of the participants had a dedicated MSK rotation, with a duration of ≥3 months in 76% (136/178). Only one-third received a dedicated period in MSK ultrasound and only 60% (107/178) had been actively involved in interventional procedures during their training. Overall, 21% (37/178) and 42% (75/178) of participants rated the quality of their MSK training as excellent and good, respectively. The majority (93%, 168/178) thought that MSK training could be improved, especially for ultrasound (62%, 110/178) and interventional computed tomography (CT) or fluoroscopy (57%, 101/178).

CONCLUSIONS

There are inconsistencies in MSK training offered in the UK. Although the majority of trainees are satisfied, there were gaps and potential threats to the quality of training. MSK training is witnessing substantial demand from trainees and workforce strategists necessitating tactical investments to standardise and enhance its quality.

Orthopaedic Residents' Interpretation of Point-of-Care Assessment of Distal Radial Fractures with Use of Pocket-Sized Ultrasound Devices

BACKGROUND

Musculoskeletal ultrasonography is a tool that is being used increasingly. However, the interpretation of ultrasound images of fractures is not incorporated into orthopaedic training programs. This paper presents the results of an initiative to train orthopaedic surgery residents to accurately interpret images of distal radial fractures in adults and to assess their confidence levels and attitudes regarding their future use of ultrasonography.

METHODS

Six junior residents were given a pretest with 100 distal radial images that had been made with a pocket-sized ultrasound device; they were asked to determine fracture versus nonfracture cases (50 cases) as well as reduced fracture versus nonreduced fracture cases (50 cases). Following the pretest, residents completed a 30-minute tutorial (didactic and practical) on distal radial ultrasonography. The residents then completed a period of self-practice during 2 separate trauma rotations (a total of 14 to 16 weeks in a single academic year). Following completion of their second trauma rotation, the residents completed a posttest. Comfort level using a pocket-sized ultrasound device also was assessed during pretesting and posttesting.

RESULTS

The median number of days from the pretest to the posttest was 212 days (range, 175 to 225 days). Residents demonstrated an overall improvement in positive predictive value (PPV) of identifying a fracture from the pretest (86.0%; range, 77.5% to 93.1%) to the posttest (93.5%; range, 91.4% to 94.2%). The overall negative predictive value (NPV) for identifying a fracture also improved from the pretest (69.4%; range, 60.0% to 76.9%) to the posttest (81.0%; range, 76.4% to 86.7%; p = 0.04). The overall PPV for detecting a reduced fracture improved from 67.1% with the pretest (range, 54.2% to 82.4%) to 88.9% with the posttest (range, 83.3% to 94.1%; p = 0.04). The comfort level with using the ultrasound device also increased between pretesting and posttesting, and the residents felt that ultrasonography would be useful in the care of distal radial fractures.

CONCLUSIONS

After a focused training session and a period of self-practice, orthopaedic residents improved their interpretation of ultrasound images and their comfort level using pocket-sized ultrasound devices with adult patients with distal radial fractures. Residents felt that a pocket-sized ultrasound device was useful for fracture diagnosis and evaluation of reduction.

Enhancement of Musculoskeletal Radiology Resident Education with the Use of an Individual Smart Portable Ultrasound Device (iSPUD)

RATIONALE AND OBJECTIVES

Many medical specialties have incorporated portable ultrasound into their educational curriculum. Our objective was to determine the utility of an individual smart portable ultrasound device (iSPUD) as an educational tool in resident and fellowship Musculoskeletal Radiology training.

MATERIALS AND METHODS

After Institutional Review Board approval, volunteer radiology trainees were instructed to use the iSPUD (Philips Lumify ultrasound probe and Samsung Galaxy Tab S2 8 inch tablet), asked to identify 10 wrist structures with the iSPUD and completed a Likert scale-based, pretest survey. Trainees were then given the iSPUD for 3 days of independent scanning practice. Afterward, trainees were asked to identify the same 10 wrist structures with the iSPUD and to complete a Likert scale-based, post-test survey.

RESULTS

Twenty trainees volunteered to participate. Trainee performance on the 10-wrist structure identification test with the iSPUD resulted in a pretest mean number correct of 2.5 ± 2.16 and a post-test mean number correct of 9.85 ± 0.37 (p < 0.001). On the pretest survey, 68.42% (13/20) had never performed and 42.11% (8/20) had never interpreted a musculoskeletal ultrasound. On the post-test survey, 18/20 (94.74%) strongly agreed that access to an iSPUD would improve their ability to perform musculoskeletal ultrasound, improve ultrasound-guided interventional skills, and help them become better Radiologists.

CONCLUSION

The use of an iSPUD as a tool in Musculoskeletal Radiology resident and fellow education can improve clinical ultrasound skills, build trainee technical confidence during diagnostic ultrasound procedures, and help trainees achieve their goal of becoming a competent Radiologist.

A Self-Study Curriculum in Electromyography and Nerve Conduction Studies for Residents and Fellows

INTRODUCTION

To our knowledge, there are no freely available curricula for a focused resident or fellow rotation in electromyography and nerve conduction studies that address the Accreditation Council for Graduate Medical Education (ACGME) milestones for neurology, physical medicine and rehabilitation, clinical neurophysiology, or neuromuscular medicine. Thus, we created this curriculum to help trainees develop a basic understanding of clinical electrodiagnostic studies. The program objectives map to many of the relevant ACGME milestones, primarily those pertaining to medical knowledge, patient care, and practice-based learning and improvement.

METHODS

The curricular materials include an interactive, hyperlink-driven slide show with 19 educational modules, subdivided further into basic and advanced topics. We also created a 50-question multiple-choice test, paired each question with key concepts, and provided instructions on using the test results to develop a trainee-specific learning plan.

RESULTS

Residents and fellows have been using this curriculum at the University of Michigan since 2007. The mean and median scores of 80 trainees who took the 50-item test between 2007 and 2016 were 80% and 82%, respectively, with a standard deviation of 10%. In annual surveys of neurology residents, this electromyography rotation has consistently had the highest mean approval rating of all clinical rotations in the training program.

DISCUSSION

This curriculum is a complete, self-contained learning resource that may be used alone or to supplement a supervised apprenticeship for trainees who want to learn to perform electrodiagnostic studies independently. The content ensures that trainees demonstrate mastery of many of the ACGME milestones for their field.

What We Do and Do Not Know about Teaching Medical Image Interpretation

Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation.

Interactive Tutorial of Normal Lymph Node Histology for Pathology and Laboratory Medicine Residents and Medical Students

INTRODUCTION

Computer-based e-learning modules have been shown to be an effective learning tool in medical education. However, readily available, interactive, computer-based modules specifically educating on the histology of the normal lymph node have not been developed.

METHODS

Using Microsoft PowerPoint, I developed a macro-enabled slide show illustrating and describing the architectural, cytomorphologic, and immunophenotypic features of the normal lymph node. This resource can be made available to medical students and residents prior to their hematopathology service rotation, as well as during their rotation should they want to review the module. The tutorial is interactive, with mixed-media features, links to pre- and postquizzes, and an interactive quiz at the end to solidify understanding and address areas of confusion.

RESULTS

After 1 year of elective implementation, eight out of 13 students chose to use the tutorial, four of whom gave formal feedback in the form of a survey and three verbal feedback. All feedback was positive, finding the tutorial a useful adjunct.

DISCUSSION

Although extensive implementation was limited given the small numbers that rotate through the hematopathology service on a yearly basis, an interactive, computer-based module was found helpful by the students in learning normal lymph node histology. This 1-year experience demonstrated that the normal lymph node tutorial can be used as an effective adjunct in educating pathology residents and medical students on normal lymph node cytomorphology and immunoarchitecture in the context of a busy clinical patient care setting. Continued learner feedback will be necessary to further enhance the quality of this platform for education.